Effect of reward on speed of coding for normal and hearing-impaired children

Elliott, Lois L.; Vegely, Ann B.

doi:10.3758/bf03336204

Cited by 2 publications

(3 citation statements)

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“…Studies by Elliot and Vegely (1969) and by Stinson (1974) suggest that when autonomy-oriented settings contain explicit performance goals and standards, hearing-impaired and nonhandicapped students may respond similarly. In the reat NORTH DAKOTA STATE UNIV LIB on May 27, 2015 sed.sagepub.com Downloaded from ward condition in both studies the goals and standards were relatively explicit, and both groups performed similarly.…”

Section: Autonomy-oriented Classroomsmentioning

confidence: 91%

“…The research on hearing-impaired students indicates that they tend to have the following psychological characteristics: (a) perceptions of having relatively little personal control of events, in comparison with normally hearing peers (Bodner & Johns, 1977;Meadow, 1976); (b) relatively low self-esteem ; and (c) relative lack of ability to spontaneously generate self-motivating goals (Elliot & Vegely, 1969). These findings suggest what kinds of motivational procedures might be effective with these students.…”

Section: Synopsis: Approaches For Motivating Hearing-impaired Studentsmentioning

confidence: 98%

“…Two studies suggest that only certain kinds of settings with an autonomous orientation are motivating. Elliot and Vegely (1969) investigated the effects of motivation and practice upon performance of a task requiring sequential coding of information. Pennies were placed on the coding sheet so that it was apparent that the faster children could code, the larger their reward.…”

Section: Autonomy-oriented Classroomsmentioning

confidence: 99%

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Research On Motivation in Educational Settings: Implications for Hearing-Impaired Students

Stinson

1984

J Spec Educ

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The paper reviews research on normally hearing students that has implications for understanding the motivation of hearing-impaired students. The author reviews research on hearing-impaired students in order to make suggestions concerning their motivational determinants. An important proposition is that classroom motivational orientation of students depends upon which orientation is rewarded and encouraged. This paper focuses on 3 orientations: autonomy, competition, and cooperation. While orientation has its benefits and drawbacks, each deserves a place in the educational program.

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Section: Autonomy-oriented Classroomsmentioning

confidence: 91%

Section: Synopsis: Approaches For Motivating Hearing-impaired Studentsmentioning

confidence: 98%

Section: Autonomy-oriented Classroomsmentioning

confidence: 99%

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Research On Motivation in Educational Settings: Implications for Hearing-Impaired Students

Stinson

1984

J Spec Educ

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Deaf and Hearing Children's Performance on a Tactual Perception Battery

Schiff

Dytell

1972

Percept Mot Skills

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Sum7nary.-A battery of tactual sensitivity tests was administered to 300 deaf and hearing children and adolescents. The tests included vibrotactile and two-point sensitivity on several areas of the hand, gap-detection using two stimulation techniques, roughness discrimination, pattern discrimination, and crossmodal object identification. Measures included sensory thresholds, correct discrimination, errors, and in some cases, response latencies. Deaf youngsters were more sensitive than their hearing counterparts with vibrotactile and two-point measures. On most remaining tasks, deaf and hearing Ss' performance accuracies did not differ, although hearing Ss performed faster on all timed tasks. Improvements with age were evident with both speed and accuracy measures for several tasks. Results were discussed as to deaflhearing differences, and reading achievement scores, active versus passive touch, developmental changes, and relations among the tactual tasks and measures of the battery. The findings strongly suggested that different measures of tactual sensitivity tap quite different sensory and perceptual abilities.

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Effect of reward on speed of coding for normal and hearing-impaired children

Cited by 2 publications

References 8 publications

Research On Motivation in Educational Settings: Implications for Hearing-Impaired Students

Research On Motivation in Educational Settings: Implications for Hearing-Impaired Students

Deaf and Hearing Children's Performance on a Tactual Perception Battery

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